A review of the literature of kindergarten reading instruction reveals that while a number of experimental research studies involving early reading have been conducted, very few describing actual classroom practices have been undertaken. An examination of the findings from such studies conducted in Kansas, Wisconsin, New York, a south-central state, and in 13 large cities indicates the following: the majority of kindergarten teachers support informal reading programs; teacher instructional reading practices often conflict with research evidence, teacher-stated educational philosophy, and expert opinion; kindergarten teachers agree that the teaching of reading to kindergarten children is possible; and further research is needed relevant to methods, materials, target children, and the longitudinal effects of kindergarten reading instruction. (FL)